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It is argued that the physical remains of industry are valuable repositories of information about a crucial phase in the development of modern society, and that there are uniquely archeological lines of inquiry useful in retrieving this information. Two schools of archeology are involved in the study of past industry. One is industrial archeology, which focuses on monuments and technology; the other is historical archeology, which is more closely aligned with the social sciences. The historical development of both approaches is examined to determine what makes them different from, or similar to, one another. Studies of common industrial site types, including potteries, glassworks, iron works, mines, and communities, are reviewed, and research themes and traditions are extracted and analyzed. The essential character of industrial sites is delineated, with particular attention to questions of time, scale, and site content. The industrial site and the practice of industrial archeology are redefined. Appropriate and effective data collection techniques are suggested, key research questions are proposed, and criteria for assessing site significance are examined.

This study examined the relationship between ten selected characteristics and persistence in different types of four-year institutions. The characteristics examined were divided into three separate clusters: personal (sex, race, religion), environmental (socioeconomic status, parents' educational level, number of children in the family), and academic (aptitude, high-school grades, size, and program). The data were extracted from the National Longitudinal Study of the High School Class of 1972. The Carnegie classification was used to segregate four-year institutions of higher education into six major categories. Persistence in higher education was defined and examined in two different ways. In the first instance a persister was a student who enrolled in a particular institution in the fall of 1972 and graduated or continued his/her enrollment in the same type of institution according to the Carnegie classification on a full- or part-time basis through the fall of 1976. In the second instance a transfer student was defined as a student who persisted over the four-year period but moved his/her enrollment to an institution in other than the original Carnegie classification. First, data were gathered to examine the rates of student persistence. The resulting information was presented in tabular format. The second objective focused on the analysis of the relationship of the selected characteristics with persistence among and within the six classifications of institutions. The relationship of the selected characteristics and the distribution of persisting students among the six categories were analyzed. Different types of college-attendance patterns (persist, transfer, dropout) were isolated. These groups were compared using chi-square to determine significance of the comparisons. The findings were highlighted by the following statements. The recruitment and retention of black students in Research and Doctoral-Granting Universities were found ineffective. There was little difference between males and females in overall persistence rates. An association existed between religion and persistence in certain types of institutions illustrated by a strong overall persistence rate for Jewish students. High socioeconomic status students had a greater opportunity at institutional mobility by transferring into other classifications and then persisting in larger proportions than students in the low and medium range. As parental education levels increased so did the persistence rates of offspring. Aptitude and high-school grades were found strongly associated with persistence, however, different patterns were found in different institutional classifications.

The purpose of the study was to determine the role of various economic, social, and institutional variables that accounted for the enrollment trends of liberal arts colleges. Most enrollment forecasts have predicted declines in higher education enrollments. Individual institutions relying upon enrollment predictions for planning have had difficulty using these predictions because most of them are aggregated. This study concentrated on individual liberal arts colleges as defined by the Carnegie Commission. Methods of enrollment projections were discussed along with a variety of national, regional, institutional type enrollment projections made since 1970. Observed enrollment trends, factors affecting enrollments, and demographic information were discussed. A marketing concept was used to provide the framework for discovering variables relating to enrollment trends. Phase I of the study selected contributing variables and prepared the data to be examined statistically. Phase II catagorized the institutions into groups according to their enrollment tends over a fourteen year period beginning in 1965 and selected a sample group for statistical testing. Phase III statistical analyzed enrollment trends using enrollment trends as the dependent variable and the independent variables selected in Phase I. The variables discovered to be significant were then tested to assess their predictive validity. Institutions were classified into ten groups using a least squares regression criterion for best fit. These included accelerated growth, constant growth, slowing growth, stable, slowing decline, constant decline, accelerated decline, growth/decline, decline/growth, and erratic. Of 585 Liberal Arts I and Liberal Arts II colleges listed by the Carnegie Commission, 62 were eliminated for lack of enrollment information, and 523 were classified. Those institutions most clearly fitting an enrollment trend were used in the 122 sample that was used in the statistical analysis. Thirty-three Liberal Arts I and eighty-nine Liberal Arts II institutions were chosen for the analysis. In the final analyses, only the growth or decline and the stable groups were used making the seven enrollment trends. Discriminate function analysis was used to distinguish statistically among the groups and to indicate the ability of the independent variables to predict enrollment trends. Liberal Arts I and Liberal Arts II colleges were analyzed separately, and in three ways. . . . (Author's abstract exceeds stipulated maximum length. Discontinued here with permission of author.) UMI

This study examined in an experimental setting the influence of comparative message strategies in political attack advertising messages on voter perceptions of the attacker and of the targeted candidate. Relying on theories of social cognition (Fiske & Taylor, 1991), the study posited that, among voters unfamiliar with either candidate, ambiguous and image-based attack messages would facilitate greater negative attitude shifts toward both candidates than other attack message strategies. Attacks were found to lower perceptions of both targeted and attacking candidates regardless of message strategy. Image-based attacks lowered perceptions of targeted candidates significantly more than issue-based attacks but did not influence perceptions of attackers significantly. Level of ambiguity did not appear to influence voter perception of targeted or attacking candidates.

The purposes of this study were to identify and analyze stated occupational goal orientations of female Mexican-American and Anglo high-school seniors of the classes of 1972 and 1980. Data utilized in this study were obtained from The National Longitudinal Study of the High School Class of 1972 and High School and Beyond: A National Longitudinal Study for the 1980s. Data from both surveys were weighted appropriately to adjust for the oversampling of minority students. The weighted data for the NLS (1972) Anglo group produced a sample size of 992,139, while the concomitant Mexican-American group was 22,482. The weighted data for the HSB (1980) Anglo group consisted of a sample of 1,032,953, and the corresponding Mexican-American group was comprised of a sample of 20,579. Stated occupational goals were clustered to form four types of occupations, professional, clerical, non-traditional, and homemaker. Seven research questions were formulated to explore possible associations of ethnicity, socioeconomic status, scholastic aptitude, and survey year with types of occupational goal orientations. Statistical procedures utilized in this study included frequency counts, percentages, odds ratios, log-linear analyses, and confidence intervals. Stated occupational goal orientations were statistically related to students' ethnicity, aptitude level, socioeconomic status, and year of graduation from high school. Recommendations for further research include examination of educational aspirations and educational completion rates. Stated aspirations should be compared with actual vocational achievement. Barriers to educational and vocational achievement warrant investigation, especially for the Mexican-American female. Formulation of contemporary models of vocational choice for women requires a thorough consideration of the effects of ethnicity, aptitude, SES, and other major life roles, such as marriage and parenthood, upon labor force participation.

Classroom management and discipline is a major concern of administrators, teachers, and parents at all levels of formal education. In response to this concern, a variety of classroom management systems have been presented as remedies to this dilemma. There is, in light of the attention afforded classroom management, a need for a model by which the discipline systems can be examined. A structured examination of these programs, via the "Inquiry Cube", will be of assistance in the evaluation of the discipline programs of William Glasser, James Dobson, and Lee Canter. In this study, the philosophic basis for theoretical models was outlined, criteria of adequacy for "good" theoretical formats discussed, the models used to examine and evaluate the selected classroom management systems were presented, and a discipline checklist for teachers was proposed. The major thesis of this study was that values and goals act as legislative agents in the determination of the organization or structure of discipline systems and programs. The structures of discipline programs are then constructed according to a definite set of rules which, in turn, determine and signify the relevent date of the discipline systems. In examining the programs it was demonstrated that the systems suffer the weakness of the reductionist fallacy. Care must also be taken to insure student and support staff involvement at a meaningful level. Another concern is the possibility that any given classroom management program may become mechanistic and imposingly uniform, thus eliminating many student options. Classroom management and discipline, being comprised of its own universe of discourse and categories, is educational subject matter and, as such, is educative. The discipline checklist concluding this work is comprised of notions included in many of the programs studied and, aside from some structural additions, is not entirely unique. Yet, if this study is helpful at all, it should serve the function of bringing attention to theoretical models as vehicles which can be used to examine and evaluate classroom management systems. The discipline programs of the future will only be as good as the tools used to determine and inform their adequacy.

Few controlled studies exist that examine specific hypotheses about abusive families, especially with regard to direct behavioral observation. Despite two decades of research on child abuse, surprisingly little is known about the specific behavioral excesses and deficits in the parenting skills of abusive parents. In this study, 11 physically abusive mother-child pairs were compared with 12 nonabusive matched controls in a laboratory playroom situation. Parenting skills, as well as interaction patterns, were assessed using three different tasks designed to create varying levels of parental stress and child frustration. One task, known as the Child's Game, consisted of the mother playing with her child in a free play situation where the child was given the instructions to select the toy or game. On the second task, the Parent's Game, mothers were told to select the activity and motivate their children to play along with them. The last task, the Bean Game, required mothers to induce their children to put beans into a decorated jar for a relatively long period of time. Mother-child interactions were observed and coded, providing frequency (rate per minute) and proportion (percentage of each behavior relative to total behavior) data on the occurrence of twelve behaviors hypothesized from the literature to be potentially relevant to parenting ability. Questionnaire measures of knowledge of child behavior, and social desirability were also administered. Discriminant function analyses of the data revealed that 10 of 11 abusive mothers and 10 of 12 control mothers could correctly identified, representing an 87% classification rate. The predominant difference between the two groups was in overall rate of activity. Abusive mothers were seen to engage in significantly less behavior than control mothers; behavior rates were essentially similar for both groups of children. One individual behaviors, questions and approval statements were the only two categories that significantly differed, with abusive mothers less likely to engage in either one. However, when frequency of behavior was corrected for overall rate effects, no differences on individual behaviors were found. Abusive mothers were also observed to use less contingent praise while abused children were found to comply to commands less often. Speculation as to which behavioral patterns mediate abusive episodes, as well as suggestions as to how to better design diagnostic, treatment and prevention programs are offered.

The “simultaneous” development of two languages during early childhood has begun to receive increased research and educational attention in the last decade. Linguistic, social and psychological investigation of this phenomenon has produced an extensive literature often segmented by parochial disciplinary boundaries. The present review attempts to congregate these unidemensional approaches into a multidimensional perspective of bilingualism cognizant of concurrent interactive forces which act to define the bilingual experience. Moreover, there is a specific attempt to consider the educational character (including the evaluation of instructional paradigms) of bilingual education endeavors in this country. Lastly, specific curricular implications for early childhood are addressed and related to empirical information presently available.

Includes foldout "Land Capability Standards for Irrigable Lands - Indian Reservations in the Lower Colorado River Basin", compiled by J.C. Walker, O.V. Chenoweth and E.L. Wight, March 2, 1956